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1
Schaller, Mark. "Any Theory Can Be Useful Theory, Even If It Gets On Our Nerves." Personality and Social Psychology Review 6, no. 3 (August 2002): 199–203. http://dx.doi.org/10.1207/s15327957pspr0603_5.
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The science of social psychology would benefit from a renewed commitment to big brash theory. Jost and Kruglanski (this issue) suggest that social constructionist themes and attitudes may be useful in this regard. I elaborate further on the ways in which social constructionist theory can indeed inspire conceptual boldness but warn that constructionist approaches can also be conceptually constraining. Social psychology will benefit most if social psychologists emulate social constructionists' willingness to engage in “unnecessary” speculation but rebel against constructionists' unwillingness to seek universally applicable theories. Social constructionism challenges us to confront big questions, and the science of social psychology will best be spurred forward if we respond to that challenge by seeking big bold answers.
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Durrheim, Kevin. "Social Constructionism, Discourse, and Psychology." South African Journal of Psychology 27, no. 3 (September 1997): 175–82. http://dx.doi.org/10.1177/008124639702700308.
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This paper serves as an introduction to social constructionist approaches to psychology. It outlines the arguments which have prompted a shift away from empiricism in the social sciences. Harré's (1992) distinction between behaviourism and the first and second cognitive revolution is used to provide a broad historical framework to develop contrasts between mainstream empiricist psychology and constructionist approaches. The central claim is that theories of meaning are embodied in theories of science, and that we need a new (constructionist) theory of science to underpin a psychology which takes the meaningful nature of human activity as its object of study. Finally, the paper introduces discourse analysis as a methodology which can sustain a constructionist, post-empiricist analysis.
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Lyddon, William J. "Cognitive Therapy and Theories of Knowing: A Social Constructionist View." Journal of Counseling & Development 73, no. 6 (July 8, 1995): 579–85. http://dx.doi.org/10.1002/j.1556-6676.1995.tb01799.x.
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Zachar, Peter. "The Psychological Construction of Emotion – A Non-Essentialist Philosophy of Science." Emotion Review 14, no. 1 (November 24, 2021): 3–14. http://dx.doi.org/10.1177/17540739211058715.
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Advocates for the psychological construction of emotion view themselves as articulating a non-essentialist alternative to basic emotion theory's essentialist notion of affect programs. Psychological constructionists have also argued that holding essentialist assumptions about emotions engenders misconceptions about the psychological constructionist viewpoint. If so, it is important to understand what psychological constructionists mean by “essentialism” and “non-essentialism.” To advance the debate, I take a deeper dive into non-essentialism, comparing the non-essentialist views of the early empiricists with those of the psychological constructionists, focusing on the theories of James Russell and Lisa Barrett. Using Lakatos’ notion of scientific research programs, I also describe how Russell's and Barrett's views have evolved into different and potentially competing research programs under the psychological constructionist banner.
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Billsberry, Jon. "Teaching leadership from a social constructionist perspective." Journal of Management & Organization 19, no. 6 (November 2013): 679–88. http://dx.doi.org/10.1017/jmo.2014.4.
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AbstractTraditional approaches to leadership assert that leadership is a definite quality of leaders. In contrast, the social constructionist approach conceptualises leadership as a quality of observers. The goal of this paper is to show how this philosophical base can be used to create a teaching strategy for leadership. In this strategy, there are three learning objectives: understanding the philosophical approach; revealing students’ lay theories of leadership; and, skill development. The lessons revolve around understanding how leadership perceptions form so that students appreciate how they are influenced and, in turn, how they might influence other people's perceptions of themselves.
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Paula-Ravagnani, Gabriela Silveira de, Carla Guanaes-Lorenzi, and Emerson Fernando Rasera. "Use of Theoretical Models in Family Therapy: Focus on Social Constructionism." Paidéia (Ribeirão Preto) 27, no. 67 (August 2017): 84–92. http://dx.doi.org/10.1590/1982-43272767201710.
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Abstract: In the field of family therapy (FT), theoretical and methodological perspectives coexist. This article aims to comprehend how family therapists use different theories, especially social constructionism. We describe a qualitative study, carried out through semi-structured and individual interviews with 14 Brazilian family therapists, men and women. Our analysis and discussion present four types of discourse by which the participants combine theoretical perspectives: conciliatory-constructionist, conciliatory-reflexive, conciliatory-descriptive and eclectic. The analysis presents features that characterize and differentiate each discourse, and implications they have on the participants’ practice. We conclude that the combination of theories is an effort to enhance clinical practice, at the same time as it creates tensions in the FT field. This article invites family therapists to construct practices based on an epistemological investigation, by which they will be able to identify theoretical premises that guide their actions, as an effort to achieve congruence between practices and the theories behind them.
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Sandu, Antonio. "Neurolinguistic Programming - a Form of Social Semiotics." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (June 30, 2022): 290–307. http://dx.doi.org/10.18662/brain/13.2/344.
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The constructionist social semiotics that we propose in this paper understands social action from the perspective of communicative syntax, based on the concept of an interpretive adrift that takes place at the interface between emiter and receiver depending on the semantic context in which various constructs are formed and modified.
In this paper, we will show that the origins of constructionist social semiotics can be found in neurolinguistic programming - namely in identifying sensory predominance and sensory channels as instances of the social and communicative construction of "reality" - as an intersubjective map applied to a "territory" built from social interactions. Social phenomena are symbolically approximated, which is why the semiotic interpretation of the social takes into account the predominantly subjective nature of the processes of self-construction and contraction of reality for the subject.
The article reviews a series of socio-anthropological elements related to sensory channels from the perspective of the social construction of reality and contributes to clarifying the role of NLP theories in the development of an epistemology and social constructionist semiotics, respectively.
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Feely, Michael. "Assemblage analysis: an experimental new-materialist method for analysing narrative data." Qualitative Research 20, no. 2 (March 3, 2019): 174–93. http://dx.doi.org/10.1177/1468794119830641.
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Recently social constructionist and poststructuralist theories, and the methodologies they have informed, have been criticised for focusing excessively on human discourse and human action whilst overlooking the importance of the material and non-human world. Alongside these critiques we have witnessed the emergence of new-materialist theories and methodologies that attempt to address the perceived shortcomings of social constructionism and poststructuralism. This article aims to make a small contribution to these developments by introducing an experimental new-materialist method for analysing narrative data. The method, which was developed during a qualitative research project exploring the treatment of sexuality within a disability service, borrows from established methods of poststructuralist discourse analysis whilst also seeking to remain attentive to the material, affective and non-human forces that shape and affect the stories people tell.
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Martin, Jack, and Jeff Sugarman. "The Social–Cognitive Construction of Psychotherapeutic Change: Bridging Social Constructionism and Cognitive Constructivism." Review of General Psychology 1, no. 4 (December 1997): 375–88. http://dx.doi.org/10.1037/1089-2680.1.4.375-388.
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Self-with-other processing and construction play an important role in human adjustment, development, and change. This idea is critical for an adequate understanding of psychotherapy and psychotherapeutic change. A theory of psychotherapeutic change that combines elements of both social constructionist and cognitive constructivist thought is presented briefly. After reviewing salient examples of both forms of thought as these have manifested in theorizing about psychotherapeutic change, a sampling of original empirical demonstrations is offered in support of the theory. Psychotherapeutic change is described as a process of appropriation and practical application through which clients internalize therapeutic conversations and activities, which they then use as psychological tools to restructure personal theories, experiences, and actions.
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Pound, Nicholas, Martin Daly, and Margo Wilson. "There's no contest: Human sex differences are sexually selected." Behavioral and Brain Sciences 32, no. 3-4 (August 2009): 286–87. http://dx.doi.org/10.1017/s0140525x0999032x.
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AbstractAn evolutionary psychological perspective drawing on sexual selection theory can better explain sex differences in aggression and violence than can social constructionist theories. Moreover, there is accumulating evidence that, in accordance with predictions derived from sexual selection theory, men modulate their willingness to engage in risky and violent confrontations in response to cues to fitness variance and future prospects.
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Vaičiūnienė, Asta, and Aušra Kazlauskienė. "Manifestation of Social Constructionism in the Process of Teaching and Learning." Technium Social Sciences Journal 33 (July 9, 2022): 217–26. http://dx.doi.org/10.47577/tssj.v33i1.6786.
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In the course of dynamic changes of educational processes, a necessity to ground on different theories to reveal valuable insights based on the analysis of the process of teaching and learning appears. In terms of the process of teaching and learning, as a process of rendering/ accepting objective knowledge, the principle of positivism in scientific research is still deeply rooted. Such approach fails to match a rapid change of the contemporary society. As an alternative to the positivist approach, interpretive social science is being created. Its essence lies in treating the process of teaching and learning as the social world which ought to be perceived from the inside and not explained from the outside. Representatives of postmodernism recognise that this shift of our society encourages exactly the constructionist thinking. The present literature review reveals the manifestation of social constructionism in the processes of teaching and learning, which highlights an intersubjective, dialogical and dialectical character of experience. The approach of social constructionism recognises a multi-variant and situation-dependent existence defined in a specific time and context; therefore, social match, discursive psychology, knowledge construction which takes place in social interaction, processes of co-creation of social reality, the role of discourse when constructing knowledge, understanding of phenomena and human existence formed through social exchanges are emphasised in the process of teaching and learning.
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Szlachcicowa, Irena. "After the Relational Turn: The Problem of Social Identity." Stan Rzeczy, no. 1(12) (April 1, 2017): 191–214. http://dx.doi.org/10.51196/srz.12.8.
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Relational sociology rejects substantialism and focuses its attention on the complexity and dynamics of all forms of social life and the subjective nature of action. Relational thinking is an alternative attitude to both functional structuralism and strongly individualistic-oriented theories. Relationality emphasizes the processual and emergent nature of reality. Actions— individual and collective—appear as successive stages of a specific process of events, and result from the configuration of relations and social interactions constituting a particular situation. Different conceptions of identity have been developed within relationally oriented sociology. The aim of the article is to summarize the narrative and realistic approaches, and to present how much they differ in their ontological assumptions. The constructionist concept of narrative identity presented by Margaret R. Somers, and Kenneth J. Gergen’s project of a “relational self,” illustrate the narrative approach. Pierpaolo Donati’s concept of the relational subject and the theory of agency developed by Margaret S. Archer exemplify the position of critical realism.
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Bourgeois, Monique Frances, and Dale Kirby. "The Significance of Post-secondary Education for Rural Women Enrolled in Liberal Arts Undergraduate Degrees." Canadian Journal of Higher Education 42, no. 3 (December 31, 2012): 143–69. http://dx.doi.org/10.47678/cjhe.v42i3.1824.
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The significance of post-secondary education is investigated for rural Newfoundland women enrolled in undergraduate liberal arts degree programs. Data collection for this research involved comprehensive, detailed semistructured biographical interviews with rural women studying liberal arts disciplines during the 2006–2007 academic year at Memorial University of Newfoundland. The data analyses drew on theories of experiential and embodied knowledge, social constructionist theories of gender and place, and research on women, rurality, and post-secondary education. The findings indicate that, overall, a liberal arts degree is a part of a search for a new home for the women interviewed. Images and experiences of life as women in rural Newfoundland act as forces that push and pull the women to and from their homes, with varying impact. Although the women were very pleased with their choice of a liberal arts major, for most this choice did not dominate the significance of enrolling in university.
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Olman, Lynda, and Danielle DeVasto. "Hybrid collectivity." Communication Design Quarterly 8, no. 4 (December 2020): 15–28. http://dx.doi.org/10.1145/3431932.3431934.
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In this essay, we propose a hack of existing models of environmental risk communication so that they will better address Anthropocene risks. We focus our discussion on a key area of risk communication: environmental risk visualization (ERV). Drawing on social-constructionist theories of risk and our own research on ERVs, we assemble criteria for designing and evaluating ERVs based on their hybrid collectivity---meaning their ability to collect agents around themselves over time and across traditional Modern divides between human/nonhuman, expert/nonexpert, and nature/culture. We test the criteria on two ERVs from the 2011 Fukushima disaster and discuss the resulting promises and challenges of an approach to risk communication motivated by hybrid collectivity.
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Lang, Jun. "“I am not criticizing you”." Chinese Language and Discourse 9, no. 2 (December 13, 2018): 184–208. http://dx.doi.org/10.1075/cld.00010.lan.
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Abstract This study examines a Chinese indirect speech act conventionally expressed with what I call the construction of earnest advice. From a constructionist perspective, I posit that the construction of earnest advice is an indirect speech act construction. Its idiosyncratic form is paired with the function of showing genuine concern and providing advice in the best interest of the hearer. Based on corpus evidence and discourse analysis, I analyze the contextually situated subtypes of this function, including passing judgments, providing suggestions, issuing complaints and mock sarcasms. The use of the contextual subtypes depends on interpersonal factors such as social distance, power difference, and group membership. This study has implications for politeness theories.
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Baur, Nicole. "‘This weather always gets me down’: A psychosocial perspective on mental illness." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 23, no. 2 (February 20, 2019): 180–96. http://dx.doi.org/10.1177/1363459318804602.
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Since antiquity, attempts to conceptualise the aetiology of mental illness have included social constructionist, biomedical, and psychosocial theories. The change of these concepts over the centuries is reflected in therapeutic approaches as well as the location, layout and interior design of psychiatric institutions. This article focuses on the genealogy of one of these concepts – the proposed link between meteorological parameters, specifically air and sun, and mental illness. Based on detailed archival materials, including administrative records, medical notes and correspondence as well as oral histories, relating to the Devon County Mental Hospital near Exeter (UK), it traces this link over time within and beyond the medical community to the extent that it served as pretext for underlying social causes of the illness. In doing so, this article makes an empirical contribution to geographical perspectives on the construction of psychiatric institutions throughout history while also advancing such work in theoretical terms by drawing attention to the shifts in medical and lay conceptualisations of mental illness.
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Leonini, Luisa, Enzo Colombo, and Paola Rebughini. "Nuovi italiani. Forme di identificazione tra i figli di immigrati inseriti nella scuola superiore." SOCIOLOGIA E POLITICHE SOCIALI, no. 1 (April 2009): 59–78. http://dx.doi.org/10.3280/sp2009-001005.
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- This article discusses the future of the second and third generations in Italy by developing a generational perspective. Through the adoption of a constructionist theoretical approach, informed by works on globalization and the new social movements, it tries to advance beyond the limits of theories and observations at time of fordism, based on concepts of either assimilation or integration. The paper presents an on-going research on students of foreign origins who attend high schools in Milan. By doing so, it focuses on the specificity of the Italian situation and it highlights new and innovative forms of identification, as they are changing alongside current ideas of belonging, membership, citizenship and difference. Hence, the actual experience of the second and third generations, and their new forms of identification, emerge as a useful starting point to understand some peculiarities of the contemporary world. Keywords: Second Generation, Social Movements, Social Integration, Immigration in Italy, Education.
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Ferraz, Dulce, and Vera Paiva. "Sex, human rights and AIDS: an analysis of new technologies for HIV prevention in the Brazilian context." Revista Brasileira de Epidemiologia 18, suppl 1 (September 2015): 89–103. http://dx.doi.org/10.1590/1809-4503201500050007.
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ABSTRACTWorldwide, HIV prevention is challenged to change because clinical trials show the protective effect of technologies such as circumcision, preexposure prophylaxis, and the suppression of viral load through antiretroviral treatment. In the face of demands for their implementation on population levels, the fear of stimulating risk compensation processes and of increasing riskier sexual practices has retarded their integration into prevention programs. In this article, following a narrative review of the literature on risk compensation using the PubMed database, we offer a critical reflection on the theme using a constructionist approach of social psychology integrated to the theoretical framework of vulnerability and human rights. The use of biomedical technologies for prevention does not consistently induce its users to the increase of riskier practices, and variations on the specificity of each method need to be carefully considered. Alternatives to the theories of sociocognitive studies, such as social constructionist approaches developed in the social sciences and humanities fields, indicate more comprehensive interpretations, valuing the notions of agency and rights. The critical analysis suggests priority actions to be taken in the implementation process: development of comprehensive programs, monitoring and fostering dialog on sexuality, and technical information. We highlight the need to implement a human rights-based approach and to prioritize dialog, stressing how complementary these technologies can be to meet different population needs. We conclude by stressing the need to prioritize sociopolitical changes to restore participation, dialog about sexuality, and emphasis on human rights such as core elements of the Brazilian AIDS policy.
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Garlick, Steve. "The Unrealized Potential of Body-Reflexive Practices." Boyhood Studies 14, no. 1 (June 1, 2021): 93–103. http://dx.doi.org/10.3167/bhs.2020.140107.
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Raewyn Connell’s work foregrounds bodies in a way that challenges the social-constructionist orientation that has dominated much of the critical research on masculinities. Yet, her concept of “body-reflexive practices” is one of the least explored aspects of her work. In this commentary, I argue that body-reflexive practices, as the concept is developed in The Men and the Boys, points in the direction of a potentially productive convergence between masculinity studies and new materialist theories. In its engagement with the nature of bodies underlying the cultural construction of gender, Connell’s work maintains a relevance that has been largely unappreciated. This is especially the case for boys and young men as they develop masculinities in negotiation with their corporeal capacities.
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Garlick, Steve. "The Unrealized Potential of Body-Reflexive Practices." Boyhood Studies 14, no. 1 (June 1, 2021): 93–103. http://dx.doi.org/10.3167/bhs.2021.140107.
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Raewyn Connell’s work foregrounds bodies in a way that challenges the social-constructionist orientation that has dominated much of the critical research on masculinities. Yet, her concept of “body-reflexive practices” is one of the least explored aspects of her work. In this commentary, I argue that body-reflexive practices, as the concept is developed in The Men and the Boys, points in the direction of a potentially productive convergence between masculinity studies and new materialist theories. In its engagement with the nature of bodies underlying the cultural construction of gender, Connell’s work maintains a relevance that has been largely unappreciated. This is especially the case for boys and young men as they develop masculinities in negotiation with their corporeal capacities.
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Mbao, Mbita, and Johnnie Hamilton-Mason. "On the go – parents are working 24/7." International Journal of Migration, Health and Social Care 17, no. 3 (June 17, 2021): 259–73. http://dx.doi.org/10.1108/ijmhsc-06-2020-0067.
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Purpose The purpose of this study was to explore the perceptions of African community leaders, on factors that influence substance use and mental health status of Sub-Sahara African immigrants living in the northeast region of the USA. Design/methodology/approach A social constructionist approach to grounded theory was used to understand social life’s complexity in the African community. Data analysis consisted of initial coding and focused coding, which led to the emerging of the following mid-range theories. Findings The following mid-range theories are developed: the work culture of Sub-Sahara African immigrants may influence substance-use behaviors, impact treatment for mental health and contribute to interpersonal conflicts related to marriage and parenting; there may be a relationship between the culture of privacy and spirituality because the church is often a place of comfort, and many may not seek treatment for mental health for fear of losing that community; Sub-Sahara African immigrants’ mental health and substance-use behaviors are influenced by unique factors that stem from balancing living in the new culture while also preserving their unique cultural norms. Originality/value The analysis of perceptions of African community leaders underscored “On the go” as a metaphor for describing Sub-Sahara African immigrants.
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Filice, Eric, Elena Neiterman, and Samantha B. Meyer. "Constructing Masculinity in Women’s Retailers: An Analysis of the Effect of Gendered Market Segmentation on Consumer Behavior." Qualitative Sociology Review 15, no. 1 (May 24, 2019): 86–104. http://dx.doi.org/10.18778/1733-8077.15.1.04.
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While gender-based differences in consumer behavior have been previously investigated within the context of gender-neutral or unisex retailers, men’s behavior in women’s retailers remains largely unexplored. Furthermore, most studies frame the retail environment as a passive platform through which essential gender differences yield setting-specific bifurcated behavior, and do not address the role the commercial establishment and men’s shopping habits play in gender identity formation and maintenance. To address this gap, we analyzed men’s behavior in women’s retailers using interactionist and social constructionist theories of sex/gender. Data were collected through non-participatory observation at a series of large, enclosed shopping malls in South-Western Ontario, Canada and analyzed thematically. We found that men tend to actively avoid women’s retailers or commercial spaces that connote femininity, while those who enter said spaces display passivity, aloofness, or reticence. We suggest the dominant cultural milieu that constitute hegemonic masculinity— disaffiliation with femininity, an accentuation of heterosexuality, and a prioritization of homosocial engagement—nform the dialectical relationship between individual and institutional gender practice that manifests through consumption.
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Kárpáti, Andrea. "Web 2 technologies for Net Native language learners: a “social CALL”." ReCALL 21, no. 2 (May 2009): 139–56. http://dx.doi.org/10.1017/s0958344009000160.
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AbstractIn order to make optimal educational use of social spaces offered by thousands of international communities in the second generation web applications termed Web 2 or Social Web, ICT competences as well as social skills are needed for both teachers and learners. The paper outlines differences in competence structures of Net Natives (who came of age in the 21st century) and the Net Generation of the 1980s and 1990s who evolve in response to changes between Web 1 and Web 2 technologies.Virtual educational environments in the age of the Social Web represent a perfect embodiment of the Constructionist paradigm: they offer shared discussion and work spaces instead of presentation tools, coaching utilities instead of help desks, and digital learning resource repositories instead of ready-made learning materials. LRE, the European Learning Resource Exchange, and several collaborative web based services and applications will be presented, to illustrate the interrelated change in educational software design and use.New teaching and learning aids require and at the same time inspire new educational theories. The trialogical learning paradigm that invites all educational stakeholders to work on shared objects of inquiry and development and thus develop epistemic agency will be offered as a foundation for a ‘social CALL’.
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Sumbai, Gasiano G. N. "The Government’s Interventions and Anti-famine Campaigns and Kalyongo Movement in Singida Region (1962-1985)." Tanzania Zamani: A Journal of Historical Research and Writing 12, no. 2 (November 30, 2021): 51–88. http://dx.doi.org/10.56279/tza20211224.
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The article discusses anti-famine measures taken by the post-colonial government of Tanzania and local people’s responses to the interventions, specifically in Singida District from 1962 to 1985. Framing his inquiry and analysis within the political economy and social constructionist theories, the author examines the variety of government policy and enforcement strategies applied on one hand, and local communities’ agency and creativity on the other. The empirical data for the article was gathered from archival sources and through in-depth oral interviews. The main argument running through the article is that, although the post-colonial government introduced new methods and strategies for enhancing food security in the district, in the final analysis it was the resilience of time-tested local communities’ practices that effectively allayed food insecurity threats in post-colonial Singida District.
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Irimiea, Silvia Blanca. "Professional Discourse as Social Practice." European Journal of Interdisciplinary Studies 3, no. 4 (October 6, 2017): 108. http://dx.doi.org/10.26417/ejis.v3i4.p108-119.
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Professional discourse (PD) has come under close scrutiny for the last two-to-three decades. The discipline termed ’professional discourse’ developed side by side with the related fields of organizational discourse, workplace discourse, institutional discourse, and more recently, corporate discourse, all related to or rather subservient to specific forms of communication. From the earliest studies and continuing today, communication-related studies have been interdisciplinary, drawing on sociology, psychology, anthropology, linguistics, and any discipline that could shed light on human behaviour in particular settings. It is the purpose of the present article to show the link between professional discourse and social practice and to link it to sociological theories. The study goes out from a presentation of PD (Gunnarson 1997), the differences between the terms ‘institutional discourse’ and ’professional discourse’ as proposed by Sarangi and Roberts (1999: 15-19), Koester’s definition of ’institutional discourse’, Gotti’s notion of ’specialist discourse’, Drew and Heritage’s (1992:3) notion of ’institutional talk’. The characteristics of PD are viewed in terms of the functions it may perfom and draw on Chiappini and Nickerson (1999), Linell (1998), Mertz (2007), and Kong (2014). Social practice and social practice theory, on the other hand, build on the tenets of Bourdieu (1989), Giddens (1984), Schatzki (2002), Reckwitz (2002), Jackson (2005) and Holtz (2014). While discourse, in general, has been viewed from the social structuration perspective by SFL and CDA scholars, the PD relationship to social practice followed the social constructionist appfoach. PD is explicated through the role discourse plays in professional socialization and identity creation (Kong 2014, Smith 2005). Other notions, such as Wenger’s (1998) ’community of practice’, ’shared repertoire’ are discussed in relation to the use of PD as well. Finally, possible directions for further research inquiry are put forward.
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Irimiea, Silvia Blanca. "Professional Discourse as Social Practice." European Journal of Interdisciplinary Studies 9, no. 1 (October 6, 2017): 108. http://dx.doi.org/10.26417/ejis.v9i1.p108-119.
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Professional discourse (PD) has come under close scrutiny for the last two-to-three decades. The discipline termed ’professional discourse’ developed side by side with the related fields of organizational discourse, workplace discourse, institutional discourse, and more recently, corporate discourse, all related to or rather subservient to specific forms of communication. From the earliest studies and continuing today, communication-related studies have been interdisciplinary, drawing on sociology, psychology, anthropology, linguistics, and any discipline that could shed light on human behaviour in particular settings. It is the purpose of the present article to show the link between professional discourse and social practice and to link it to sociological theories. The study goes out from a presentation of PD (Gunnarson 1997), the differences between the terms ‘institutional discourse’ and ’professional discourse’ as proposed by Sarangi and Roberts (1999: 15-19), Koester’s definition of ’institutional discourse’, Gotti’s notion of ’specialist discourse’, Drew and Heritage’s (1992:3) notion of ’institutional talk’. The characteristics of PD are viewed in terms of the functions it may perfom and draw on Chiappini and Nickerson (1999), Linell (1998), Mertz (2007), and Kong (2014). Social practice and social practice theory, on the other hand, build on the tenets of Bourdieu (1989), Giddens (1984), Schatzki (2002), Reckwitz (2002), Jackson (2005) and Holtz (2014). While discourse, in general, has been viewed from the social structuration perspective by SFL and CDA scholars, the PD relationship to social practice followed the social constructionist appfoach. PD is explicated through the role discourse plays in professional socialization and identity creation (Kong 2014, Smith 2005). Other notions, such as Wenger’s (1998) ’community of practice’, ’shared repertoire’ are discussed in relation to the use of PD as well. Finally, possible directions for further research inquiry are put forward.
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Bech, Henning. "Citysex." Theory, Culture & Society 15, no. 3-4 (August 1998): 215–41. http://dx.doi.org/10.1177/0263276498015003010.
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Discussions focusing on the relation between city and sexuality are rare in social and cultural studies. In this article I argue that the modern city is inherently and inevitably sexualized, and that modern sexuality is largely an urban one. The characteristics of this sexuality are described and discussed in the light of urban life world theory (Simmel, Wirth, Kracauer, Benjamin etc.), sexual constructionist theory, feminist analyses, gay studies and pornography. The particular quality of `sexuality' in urban sexualization is identified along Heideggerian lines as a fundamental ` Gestimmtheit' (`being tuned') of modern being-in-the-world, that is of being-in-the-city. In conclusion, some implications of the intimate relation between city and sexuality are discussed. Thus, theories of everyday life and life world, as well as prevailing idioms of modernist and postmodernist cultural critique, are problematized. Throughout the article, the style and methods of the exposition comment on the problematics concerning the representation of sexuality; and trends towards a `discoursification' of sexuality are criticized.
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Pandey, Renu. "Locating Savitribai Phule’s Feminism in the Trajectory of Global Feminist Thought." Indian Historical Review 46, no. 1 (June 2019): 86–105. http://dx.doi.org/10.1177/0376983619856480.
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Initially, the feminist thought was based on Humanist approach, that is, the sameness or essentialist approach of feminism. But recently, gender and feminism have evolved as complicated terms and gender identification as a complicated phenomenon. This is due to the identification of multiple intersectionalities around gender, gender relations and power hierarchies. There are intersections based on age, caste, class, abilities, ethnicity, race, sexuality and other societal divisions. Apart from these societal intersections, intersection can also be sought in the theory of feminism like historical materialist feminisms, postcolonial and anti-racist feminisms, liberal feminism, radical feminisms, sexual difference feminisms, postmodern feminisms, queer feminisms, cyber feminisms, post-human feminisms and most recent choice feminisms and so on. Furthermore, In India, there have been assertions for Dalit/Dalit bahujan/ abrahmini/ Phule-Ambedkarite feminisms. Gender theorists have evolved different approaches to study gender. In addition to the distinction between a biosocial and a strong social constructionist approach, distinctions have been made between essentialist and constructionist approaches. The above theories and approaches present differential understandings of intersections between discourse, embodiment and materiality, and sex and gender. The present article will endeavour to bring out the salient points in the feminist ideology of Savitribai Phule as a crusader for gender justice and will try to locate her feminist ideology in the overall trajectory of global feminist thought. The article suggests that Savitibai’s feminism shows characteristics of all the three waves of feminism.
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Palmer du Preez, Katie, Jason Landon, Laura Maunchline, and Rebecca Thurlow. "A Critical Analysis of Interventions for Women Harmed by Others’ Gambling." Critical Gambling Studies 2, no. 1 (May 19, 2021): 1–12. http://dx.doi.org/10.29173/cgs76.
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At present, gambling studies literature has multiple understandings of family and others affected (FAOs) by gambling harm and their support needs in play, each with different possibilities and constraints for harm reduction engagement with women. Individual psychological approaches have been privileged, eschewing the social and relational situation of gambling and harm in women’s lives. In Australasia, the majority of those seeking support in relation to a significant others’ gambling are women. Gender has been posited as a shaping force in the social stratification system, distribution of resources, and gambling and harm within society. There has been minimal engagement with the lived experiences of FAOs, which limits gambling harm reduction service development and planning. This research critically engaged with gambling harm reduction studies for FAOs, alongside interviews with eight women FAOs who presented to community services from a social constructionist perspective. The aim was to provide insight into how women FAOs position themselves and their support needs in relation to gambling harm and recovery. Data was analysed using thematic analysis informed by feminist poststructuralist theories of language. Results suggested that this small group of women were subject to intersecting patriarchal constraints and economic determinants of gambling harm. Powerful normative and moral constructions of ‘good/bad’ mothers operated to individualise some women’s responsibility for addressing harm in families and to alienate these women from gambling support services. These findings suggest that gambling services must support women and families in ways that go beyond personal functioning, extending into the social and political conditions of possibility for harm and recovery. Critical psychology and coherent gender analysis may offer opportunities to expand the role of gambling support to include advocacy, community development, and more client-led and gender-aware practice with women affected by gambling harm.
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LeNotre, Gaston G. "‘In the Human Heart’." Proceedings of the American Catholic Philosophical Association 92 (2018): 301–20. http://dx.doi.org/10.5840/acpaproc201892113.
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A premodern philosophy of race and racism in Thomas Aquinas resolves some seeming oppositions between the three most current theories of race. Thomas’s generational account of race is primary. It affirms the racial naturalist view that there are biological differences between people, and some of which stem from a characteristic genotype and geography. Thomas’s individual account of race is secondary but nevertheless a necessary clarification of the generational account. It affirms the racial skeptic view that these racial characteristic properties are individual properties, not essential or specific properties, and as such cannot lead to a definite, essential being that is a ‘race.’ Thomas’s intersubjective account of race is tertiary, insofar as it presumes the generational and individual accounts, and yet crucially explains a peculiar social reality. It affirms the racial constructionist view that the intention by which we understand the notion of race is a socially constituted object, a mind-dependent reality informed by experience.
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Dasen, Pierre R., and Ramesh C. Mishra. "Cross-cultural views on human development in the third millennium." International Journal of Behavioral Development 24, no. 4 (December 2000): 428–34. http://dx.doi.org/10.1080/016502500750037973.
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The authors examine the prospects of a cross-cultural approach for research in human development. They first examine the apparent conflict between the positivistic and the constructionist paradigms, and examine their methodological implications. They argue for a midline position, seeing the seemingly opposed paradigms as complementary rather than antithetical. The major part of the paper lists the further developments needed in the field, in particular taking new theories to the cross-cultural test more quickly, and working out culturally appropriate applications to social issues. Shorter sections are devoted to the choice of appropriate theoretical frameworks, to the development of “indigenous psychologies” and to the working conditions of researchers in different contexts. The authors conclude that the situation of a cross-cultural approach to human development has improved significantly in the last two decades, but that there is still a lot to be done to completely disengage developmental psychology from its inherent ethnocentrism by “taking culture seriously”.
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Rae, David. "A Narrative Study of Entrepreneurial Learning in Independently Owned Media Businesses." International Journal of Entrepreneurship and Innovation 3, no. 1 (February 2002): 53–59. http://dx.doi.org/10.5367/000000002101299042.
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This paper reports on the first stage of a two-year study exploring the learning experiences of the founders of four independently owned and growth-oriented businesses in the cultural media industry. The ventures include independent radio, marketing and design consultancy, Internet business development and cultural media retailing. The cultural media industry is a distinctive sector of growing economic importance, but the development of businesses within it and the acquisition of business and entrepreneurial skills by their founders are not well researched. Even the founders of successful businesses may not necessarily consider themselves to be entrepreneurs, as distinct from media practitioners, and the application of orthodox business and entrepreneurial theories developed in other sectors cannot be assumed to be valid in creative and media enterprises. This study adopts a social constructionist stance in seeking to develop new understanding of the emergence of learning as social practice, which may be shared through narrative accounts and interpreted as discourse. The four owners of media businesses are being followed through an in-depth longitudinal research study as they develop their business ventures and confront new challenges of managing growth and organizational change. Each is engaging in the research process by narrating and updating with the researcher an account of his or her learning experience in starting and managing the business. Their accounts form jointly authored, negotiated narratives that illustrate the development of entrepreneurial ways of working and the application of sense-making to produce ‘practical theories’ of action. The paper presents reflections on the research process after one year by selecting significant themes from the narrative accounts and relating these to theoretical and practical considerations of entrepreneurial identity and learning. To do this, it employs the literary medium of a short story in the ‘ethnographic fiction science’ genre, drawing on authentic speech material gathered during the research process. It explores the themes of identity in personal and social emergence, the negotiated enterprise, and the role of contextual learning in shaping practical theories of action.
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Rob, Mohammad, and Farhana Rob. "Dilemma between constructivism and constructionism." Journal of International Education in Business 11, no. 2 (November 5, 2018): 273–90. http://dx.doi.org/10.1108/jieb-01-2018-0002.
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Purpose This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by identifying various learning dimensions of the two philosophies. The authors then develop a teaching-learning framework that integrates those dimensions. The authors have also implemented the framework in two information technology (IT) courses and obtained students’ feedback that relate to various learning dimensions of both of the two philosophies. Design/methodology/approach The authors review existing literature to understand the difference between constructivism and constructionism and develop a list of learning dimensions that can be applied to classroom education. They then discuss the background information or tools necessary to develop a teaching-learning framework and apply that framework through a case study. They finally present the results. Findings A constructivist teacher sets up the learning environment for students that fosters individual learning and presents a problem to be solved, while the students go on their own way to produce a personally meaningful artifact without any further teacher’s intervention. On the other hand, the constructionist teacher sets up the environment for collaborative learning for students, then he or she defines the problem to be solved and the meaningful end product to be developed, and then guides them to reach towards the goal. Student assessment supports this difference. Research/limitations implications Researchers and teachers should look carefully which methodology they are discussing and which one they are applying. They can further the authors’ research in a different angle than the authors did by finding the learning dimensions. Practical implications Teachers should use constructionist approach to set up their classroom and guide their students throughout the course time, such that students can work collaboratively on a project to learn the important concepts to be developed. They should also use appropriate tools and technologies that enhance classroom activities and learning. Teacher should act as a guide/facilitator or a project manager to plan for the classroom/project and monitoring and controlling project/class throughout the semester. Social implications Understanding the critical differences between the two learning philosophies, educators in all levels should be clear how to set up their classrooms – from kindergarten to university education, such that all students can develop their knowledge not only through personal cognition but also through interaction with others. A collaborative environment produces knowledgeable people in the society with better understanding and respect toward each other. Originality/value Collaborative learning environment provides a better learning opportunity over personal cognition – a major enhancement in constructionism over constructivism. Sharing the creation process as well as the product, and the use of various tools and technologies in the development process, provide a better understanding of a subject matter. The discussions and results presented here might bring some insights to the instructors who might be contemplating to implement the educational philosophies of constructivism or constructionism, or intermixing of the two in their classrooms.
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Καραγεωργίου, Ελένη. "Το «τραύμα» του AIDS: προσεγγίσεις του προσωπικού, κοινωνικού και πολιτικού νοήματος που ενέχει η διάδοση του ιού HIV στην κοινότητα των ομοφυλόφιλων ανδρών." Psychology: the Journal of the Hellenic Psychological Society 19, no. 4 (October 15, 2020): 434. http://dx.doi.org/10.12681/psy_hps.23698.
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The current article is based in psychological theories and researches and some anthropological approaches about the spreading of the HIV infection and AIDS in current west societies, in order to investigate the connections between the social and cultural representations and the personal meanings with which the disease is associated. It attempts tohighlight how these meanings affect the way by which the person experiences the diagnosis of AIDS. A constructionist and phenomenological approach is used in order to discuss the impact of the diagnosis as a traumatic event that stigmatizes the personal identity and sets forth a process of re-evaluation of the personal position and the position of the gay community to the world. In contrast to the dominant trend to assimilate the stigma and the perception of the disease as a punishment, which maintains the fear, the silence and the repression of the diversity, a political discourse that is developing internationally is presented, which views the trauma of AIDS as a catalyst for the empowerment of the victims.
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Pirogovskaya, Maria. "A Review of JAN PLAMPER, ISTORIYA EMOTSIY [THE HISTORY OF EMOTIONS], transl. from English by K. Levinson. Moscow: NLO, 2018, 568 pp." Antropologicheskij forum 16, no. 47 (December 2020): 196–215. http://dx.doi.org/10.31250/1815-8870-2020-16-47-196-215.
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The present review examines an attempt at a historiography of emotion studies that combines history, anthropology, and cognitive science under one cover. In The History of Emotions, the German historian Jan Plamper tries to pinpoint the current state of our fragmented knowledge of emotions and to lay out opportunities for fruitful contacts between social and life sciences. The four chapters of his monograph cover topics such as a historiography of the history of emotions, the constructionist approach to emotions in anthropology, the life sciences’ universalist theories of emotions, and the prospects of emotion studies. To a certain degree, such an organisation of the material reproduces the outline and arguments of the nature or nurture debate which juxtaposed humanities and life sciences in their support of cultural or biological interpretations of emotions, respectively. The review meditates on the conceptual structure of the monograph and surveys some shortcomings stemming from the discussion of emotion studies within isolated frameworks of particular disciplines. In the conclusion, ideas and terms lost and found in their translation to Russian are discussed.
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Semang L. Mathobela, Ramasela, Shepherd Mpofu, and Samukezi Mrubula-Ngwenya. "Coming out of the closet? Audience reactions to the heteronormative disruptive advertising." Journal of African Films & Diaspora Studies 3, no. 2 (December 1, 2020): 75–102. http://dx.doi.org/10.31920/2516-2713/2020/3n2a5.
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An emerging global trend of brands advertising their products through LGBTIQ+ individuals and couples indicates growth of gender awareness across the globe. The media, through advertising, deconstructs homophobia and associated cultures through the use of LGBTIQ+s in commercials. This qualitative research paper centres the advancement of debates on human rights and social media as critical in the interaction between corporates and consumers. The Gillette, Chicken Licken‘s Soul Sisters and We the Brave advertisements were used to critically analyse how audiences react to the use of LGBTIQ+ characters and casts through comments posted on the brands‘ social media platforms. Further, the paper explored the role of social media in the mediation of significant gender issues such as homosexuality that are considered taboo to engage in. The paper used a qualitative approach. Using the digital ethnography method to observe comments and interactions from the chosen advertisement‘s online platforms, the paper employed queer and constructionist theories to deconstruct discourses around same-sex relations as used in commercials, especially in quasiconservative. The data used in the paper included thirty comments of the brands customers and audiences obtained from Twitter, Facebook and YouTube. The paper concludes there are positive development in human rights awareness as seen through advertisements and campaigns that use LGBTIQ+ communities in a positive light across the world.
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Fuchs, Thomas. "Embodiment and personal identity in dementia." Medicine, Health Care and Philosophy 23, no. 4 (August 31, 2020): 665–76. http://dx.doi.org/10.1007/s11019-020-09973-0.
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Abstract Theories of personal identity in the tradition of John Locke and Derek Parfit emphasize the importance of psychological continuity and the abilities to think, to remember and to make rational choices as a basic criterion for personhood. As a consequence, persons with severe dementia are threatened to lose the status of persons. Such concepts, however, are situated within a dualistic framework, in which the body is regarded as a mere vehicle of the person, or a carrier of the brain as the organ of mental faculties. Based on the phenomenology of embodiment, this paper elaborates a different approach to personal identity in dementia. In this perspective, selfhood is primarily constituted by pre-reflective self-awareness and the body memory of an individual, which consists in the embodiment and enactment of familiar habits, practices and preferences. After describing the different types of body memory, the paper develops a phenomenology of dementia as a loss of reflexivity and meta-perspective. This is contrasted with the preservation of individual forms of body memory even in the later stages of the illness. The ethical consequences of an embodied approach to dementia are outlined. A final look is given to narrativistic and constructionist concepts of the self in dementia.
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Gales, Tammy. "The stance of stalking: a corpus-based analysis of grammatical markers of stance in threatening communications." Corpora 10, no. 2 (August 2015): 171–200. http://dx.doi.org/10.3366/cor.2015.0073.
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Threats made by stalkers have tremendous negative effects on the more than one million victims who receive them every year – from experiencing ‘psychological terrorism’ to undergoing physical harm ( Burgess and Marchetti, 2009 ). However, stalking, a criminal offence within the law, is ill-defined and difficult to prosecute, since the victim of stalking must demonstrate the stalker's intent to intimidate or cause ‘substantial emotional distress’ ( Black et al., 1990 : 717). Linguistically, such indicators of emotion and intent are manifested by markers of ‘stance’, a speaker/writer's culturally organised feelings, judgments or assessments about a recipient or proposition ( Biber et al., 1999 ). Through a corpus analysis of 397 authentic threats, I examine variation in the manifestation and function of overt grammatical markers of stance (adverbials, modals, and that- and to-complement clauses) between threats to stalk, harass and defame. Specifically, certainty verbs + that-complement clause constructions and prediction modals occurred at a significantly higher rate (p<0.001) in stalking threats – those in which the victims reported feeling intense fear or distress. In addition, strong co-occurrence patterns were found between these stance markers and pronouns. And, when using a qualitative social constructionist approach to examine distinctions in stance meaning and reveal underlying functional patterns, ( Precht, 2003 : 255), three distinctive functional patterns were revealed with the trigrams ‘I will be’, ‘I will have’ and ‘you know that’, wherein the stalking threatener is in complete volitional control of his or her own actions, demonstrates possession over the victim or an object related to the threat, and accuses the victim of a behaviour thought to be wrong, respectively. Therefore, while it has been demonstrated that there is not a one-to-one correspondence between linguistic markers and threateners' actions ( Gales, 2010 ; and Lord et al., 2008 ), through a closer examination of overt grammatical markers of stance – in combination with social psychology theories connecting speaker role, power and fear (e.g., Burgess and Marchetti, 2009 ) – linguists can help hone an understanding of stance in stalking threats and potentially contribute to the demonstration of a victim's claim of feeling fear.
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Popova, N. G., E. V. Biricheva, and T. A. Beavitt. "Three Aspects of the Phenomenon of Science: In Search for Unity among Sociologists." Education and science journal 20, no. 9 (December 4, 2018): 35–55. http://dx.doi.org/10.17853/1994-5639-2018-9-35-55.
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Introduction. In today’s globalising world, science acquires a crucial importance: integrating humanity within the framework of solving global problems, it becomes one of the leading factors in social development, facilitating work and diversifying leisure time, as well as serving as an instrument of transformations in the political sphere. Undoubtedly, the social aspects of contemporary science are capturing the attention of a huge number of researchers. However, it is not clear that all areas of the sociology of science treat the object of their study in the same way.Aim. A lack of reflection on the unity or otherwise in the understanding of the essence of science in the various fields of sociological research makes it difficult to compare different theories of the institutional, cultural, social and communicative contexts of scientific development. An urgent methodological task therefore consists in developing an understanding of the various definitions of the concept of “science” used in the framework of contemporary sociological analysis of this phenomenon.Results and scientific novelty. In this paper, two dominant sociological views on science – as an experimental-mathematical approach to cognising the world and as a system of representations in general – are compared. We conclude that while researchers studying institutional aspects of science tend to interpret it in terms of the “heritage” of post-Enlightenment European rationalism, constructionist and communicatively-oriented researchers tend to approach science as the system of knowledge and cognition that is formed in any human society, having its own specific sociocultural features in each respective case. While each of these two approaches undoubtedly has its own methodological potential, in order to provide such a diverse field of studies with a common ground, it would be necessary to balance them with a third aspect. We argue that this balancing role, since both common for all mankind and unique for every culture, could be played by Heidegger’s conceptualisation of science as “the theory of the real”.Practical significance. In order to avoid a pluralism of incompatible theories, it is important to continually pose the question “what is the object of study when conducting a sociological study of various scientific phenomena?” – as well as to understand the “limits of applicability” of the particular interpretation of science on which basis sociological analysis proceeds.
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Kende, Anna. "Család és/vagy karrier: Fiatal női életutak szociális konstrukciós megközelítésben." Magyar Pszichológiai Szemle 55, no. 1 (May 1, 2000): 87–111. http://dx.doi.org/10.1556/mpszle.55.2000.1.6.
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A tanulmány mélyinterjús technikával készült empirikus kutatásról számol be, amely húsz fiatal értelmiségi nő életútján keresztül igyekszik elemezni a nemekkel és nőiséggel kapcsolatos társadalmi elvárásokat és személyes tapasztalatokat. A kutatás hátteréül szolgáló szociális konstrukciós elmélet lehetővé teszi, hogy a biológiai különbségek tárgyalásán túllépve, a nőiség fogalmát a testbe, társadalomba és személyes élményekbe ágyazottan értelmezzük. Az interjúk tartalomelemzése során kiderül, hogy a női szerepekkel kapcsolatos ellentmondásos elvárások közül a csoport tagjainak egy része az egalitáriánus, míg mások a konzervatív szemlélettel azonosulnak, illetve megismerjük, hogy a kiválasztott értékrend harmonikusan vagy konfliktusosan épül-e be az életútba. Az így keletkezett négy csoport jellemzése annak megértéséhez igyekszik hozzájárulni, hogy jelen társadalmi változások milyen hatást gyakorolnak a személyes életutakra a nemi szerepek terén.The article summarizes the results of an empirical study conducted using the method of indepth interviews. Social expectations, as well as personal experiences of gender and femininity are analysed based on the life-routes of twenty young women. Social constructionist theories, providing the theoretical background of the study, enable us to understand the concept of femininity beyond biological differences, as it is embedded in the body, society, and personal experiences. From the content analysis of the interviews we see that part of the group identifies with an egalitarian viewpoint, while others identify with a conservative one in the context of the contradictory social expectations toward gender roles. Furthermore, we can perceive whether the chosen value system in incorporated in a harmonious or conflituous way into the life-route. The characterisation of the four groups that were gained as a result of the categorisation contributes to the understanding of the effects of societal changes on personal lives in the area of gender roles.
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Hewett, Katherine J. E., Guang Zeng, and Bethanie C. Pletcher. "The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Models and Their Web of Class Roles." Simulation & Gaming 51, no. 3 (February 16, 2020): 336–64. http://dx.doi.org/10.1177/1046878120904976.
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Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments. Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that illustrates how those classroom gamers attempted to critically think, create, communicate, and collaborate (Four Cs) in Minecraft. Method. The triangulated data collection included six qualitative case study interviews, observation data (with demographics) from thirteen participants, and visual artifacts from six classes grounded in social constructivist, social constructionist, and interpretivist theories. It should be noted that ninety-five students collaborated with the participants on the six Minecraft projects. Results. The data collection generated two educational Four Cs models that illustrate the participants’ leadership and design processes. Four 21st-century themes emerged from the research study: 1.) Leadership: Models for Design 2.) Navigating the 3D World, 3.) Think Outside-the-Box, and 4.) Real-world Connections. Conclusions. It can be concluded that Minecraft can help students learn to problem-solve, improve their research skills, be resourceful, multitask, and develop their social skills through teamwork (Four Cs). When students are given a task in Minecraft they will self-organize and student leaders will emerge. Minecraft challenged the participants to assess a problem, analyze it from another perspective, and find a creative solution collaboratively.
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Wambui, Rachael, and Stephen Muathe. "From Attention to Action: Entrepreneurial Networks and Performance of Women-Owned Enterprises: A Theoretical Review." International Journal of Business and Management 16, no. 2 (January 28, 2021): 82. http://dx.doi.org/10.5539/ijbm.v16n2p82.
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In the contemporary business context, the firm’s attractiveness and growth potential are demonstrated by its performance among other factors. Research has shown that women owned enterprises that utilize networking avenues to advance their businesses results in significant firm performance. Thus the objectives for the study were to discuss the key constructs of entrepreneurial networking and performance of women owned enterprises, to review theories that link entrepreneurial networking and performance, to recommend a conceptual framework that guides future studies on the highlighted knowledge gaps, and to recommend a methodological framework for future study. The study was anchored on Resource Based View, Dynamic Capability Theory, Social Capital, and Structural hole theory. The study was a desktop review of global theories related to entrepreneurial networking and performance in of women owned enterprises. Further, the empirical review was based on cross-sectional studies that explored entrepreneurial networking and performance of women owned enterprises. The studies reviewed were mainly conducted in the last ten years in developing nations in Africa and other parts of the world. The limitation of this study is that it only provides secondary data on existing studies on entrepreneurial networking and the performance of women owned enterprises. The findings indicated that these studies were convergent on the direct relationship between entrepreneurial networks and performance. A conceptual gap identified was the lack of moderating and mediating variables. The study recommended that future studies should incorporate, dynamic capabilities as a mediating variable and the business operating environment as moderating variable. Such studies should adopt explanatory non-experimental and descriptive research designs in collecting primary data which is crucial for filling the knowledge gaps identified in this study. Finally, a constructionist approach is proposed since the study seeks to add knowledge in the women entrepreneurship realm.
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Schwaiger, Liz. "To be Forever Young? Towards Reframing Corporeal Subjectivity in Maturity." International Journal of Ageing and Later Life 1, no. 1 (June 20, 2006): 11–41. http://dx.doi.org/10.3384/ijal.1652-8670.061111.
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In this paper I examine the relationship between the body in midlife and subjectivity in contemporary western cultures, drawing on both social constructionist and psychoanalytic perspectives. Referring to recent theoretical accounts, I take the position that how we are aged by culture begins in midlife, and that this period is therefore critical in understanding how the body-subject in western consumer cultures is aged and gendered through culturally normative discourses and practices. I also address the gendering of ageing bodies, and argue that, like the feminine, ageing has been marked by ambiguity and lack. This ambiguity has presented a problem for dualistic age theories, in that it has been difficult to theorize the ageing body productively since the binary language used to theorize it already devalues old age. I contend that our tacit understanding of both male and female ageing bodies is as discursively constituted as ’feminine’, based on cultural perceptions of loss of bodily control and the ambiguity of ageing bodies that become increasingly recalcitrant in the ’correct’ performance of cultural age and gender norms. Finally, I inquire whether alternative, non-dualistic perspectives might be developed that redress this problem, and disrupt the alignment of ageing with negative associations such as lack and loss, perspectives that, rather than associating gendered ageing with decline, loss or lack, associate it with the goal of living an abundant life into deep old age.
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Tillborg, Adriana Di Lorenzo. "Disabilities within Sweden’s Art and Music Schools: Discourses of inclusion, policy and practice." Policy Futures in Education 18, no. 3 (June 28, 2019): 391–409. http://dx.doi.org/10.1177/1478210319855572.
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The aim of this paper is to investigate the discourses that emerge when Sweden’s Art and Music School leaders talk about the inclusion of pupils with disabilities in relation to policy. A starting point is that both earlier studies and policy documents have revealed inclusion problems within Art and Music Schools. The research question is: how are Art and Music School practice, policy and inclusion of pupils with disabilities connected within and through leaders’ discursive practices? The data are based on three focus group conversations with a total of 16 Art and Music School leaders from northern, central and southern Sweden. Discourse analysis as a social constructionist approach is applied since it provides a means to investigate the connection between social change and discourse. Concepts from both discursive psychology and Foucauldian-inspired discourse analysis are applied in order to investigate connections between rhetorical strategies on a micro level and discourses on an institutional level. The concept of multicentric inclusion is introduced and applied in the analysis. In addition, concepts from educational policy theories are applied in order to analyse how policies are conceptualised and enacted in the context of leaders’ discursive practices. Regarding terminology, the results challenge this researcher when the concept of mixed abilities is introduced by the participants. The analysis exposes three discourses: multicentric inclusion discourse, normality discourse and specialisation discourse. There are tensions between the multicentric inclusion discourse and the normality discourse, as well as between the multicentric inclusion discourse and the specialisation discourse. The analysis leads to the following suggestions in order to achieve justice in music education practices and policies: (a) to enforce a specific national inclusion policy, (b) to challenge the normality discourse and (c) to bring together the multicentric inclusion discourse with the specialisation discourse.
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Fitzpatrick, Frank. "Taking the “culture” out of “culture shock” – a critical review of literature on cross-cultural adjustment in international relocation." critical perspectives on international business 13, no. 4 (October 2, 2017): 278–96. http://dx.doi.org/10.1108/cpoib-01-2017-0008.
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Purpose The purpose of this paper is to re-examine the use of the term “culture shock” in international management studies and cross-cultural research and to propose a paradigmatic shift in how the term is understood for future research. The experience of “culture shock” is an established concept within international management studies, engendering an industry of training designed to combat difficulties in relocation. This paper argues that the use of concept is based on a flawed understanding of “culture” and proposes an alternative perspective to help organisations prepare their employees for overseas assignments. Design/methodology/approach The paper opts for a critical review of literature to examine models of culture shock through time and theories relating to success factors in cross-cultural adjustment. In so doing, the paper revisits the notion of culture shock from a social constructionist perspective within a dialectical framework. Findings The paper challenges the notion of culture as an essential, reified concept, arguing that culture shock is not about culture, but about the dynamics of context and how individuals deal with life changes to navigate the challenges that they face. Research limitations/implications Future research should focus on context-related, interactive behaviour, framed in discourse processes, rather than predetermined a priori typologies based on cultural stereotypes. This would recognise the discursive nature of social interaction within a dialectical framework, where relational tension emerges as a result of disparity. Practical implications The paper contributes to an understanding of the complex range of factors influencing the success of relocation to guide international companies in their policies. Originality/value This paper proposes a paradigm shift in the treatment of culture shock towards a more discourse-based concept created through universal cultural and dialectical processes.
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Lea French, Rebecca, and Kirsty Williamson. "The information practices of welfare workers." Journal of Documentation 72, no. 4 (July 11, 2016): 737–54. http://dx.doi.org/10.1108/jdoc-08-2015-0100.
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Purpose – The purpose of this paper is to explore the nature of information practices of welfare workers and how they fit into daily work of welfare work within a small community sector organisation in Victoria, Australia. Design/methodology/approach – The study was constructivist (interpretivist) in its underpinning philosophy, drawing on both personal constructivist and social constructionist theories. The research methods used, with a sample of 14 welfare workers and two clients, were organisational ethnography and grounded theory. Data collection techniques were interview and participant observation, along with limited document analysis. Data analytic techniques, drawn from grounded theory method, provided a thorough way of coding and analysing data, and also allowed for the development of theory. Findings – Key findings centre on the role of information in welfare work. Welfare workers mostly used resources to hand, “making do” with resources they already had rather than seeking new ones. They also recombined or re-purposed existing resources to make new resources or to suit new circumstances. Their information practices were found to be fluid, consultative and collaborative. The findings of the research have led to a deep exploration of bricolage as a way to describe both the use of resources and the processes inherent in welfare worker information practices. Originality/value – The fact that there is a paucity of research focused on information practices of welfare workers in Australia makes the research significant. The bricolage theoretical framework is an original contribution which has implications for exploring other groups of workers and for the design of information systems and technology.
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Strijbos, D. "The Mechanistic Property Cluster View of Mental Disorder: A Tenable Form of Non-Reductionist Realism?" European Psychiatry 33, S1 (March 2016): S511. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1886.
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IntroductionThe question what mental disorders are lies at the heart of the philosophy of psychiatry. In search of a valid taxonomy of mental disorders, it is a question that needs a proper answer. In recent work, Kenneth Kendler et al. (2011) have put forward the “mechanistic property cluster” (MPC) model of mental disorder. On this view, mental disorders are mechanistically mediated clusters of multi-level (bio-psycho-social) properties. Kendler et al. present the MPC-model as a non-reductionist form of realism – realist because it tries to account for mental disorders in terms of the causal structure of the natural world, non-reductionist because it views mental disorders as clusters of multi-level properties. For the project of psychiatric nosology, such non-reductionist realism would be a great step forward and indeed preferable to pragmatist and constructionist models of mental disorder.ObjectiveTo critically assess the MPC-model in light of arguments against realism about mental disorders presented in the philosophical literature.AimsTo achieve a proper understanding of the ontology of mental disorders that can inform future psychiatric nosology.MethodsLiterature study and conceptual analysis.ResultsDespite appearances, the MPC-view fails to take into account the various (societal, practical, scientific) values that determine the delineation of mental disorders. It ultimately faces philosophical problems similar to those of more reductionist forms of realism.ConclusionsThe MPC-model fails as a realist model of mental disorders. Its non-reductionism, however, is an important contribution to theories of explanation in psychiatry.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Naeem, Muhammad. "Using social networking applications to facilitate change implementation processes: insights from organizational change stakeholders." Business Process Management Journal 26, no. 7 (June 29, 2020): 1979–98. http://dx.doi.org/10.1108/bpmj-07-2019-0310.
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PurposeThe failure rate of change is high amongst countries and cultures where collectivism, destructive politics and resistance are high. Therefore, change leaders are more focused on exploring how they can create networking and socialization amongst major organizational stakeholders that can minimize detrimental cynicism and lobbying during change implementation. This study is an attempt to shed light on how Social Networking Applications (henceforth SNAs) can facilitate change implementation processes in the insurance sector.Design/methodology/approachThe individual reaction and interaction realities during the change process cannot be discovered once and for all as there are varied perspectives on the same subjects. Therefore, a social constructionist position was used to understand the different realties of change managers and change recipients using the context of insurance sector.FindingsThe study documented how SNAs can play an active role in addressing the concerns of employees as well as managing and protecting knowledge sharing to facilitate the change implementation process. The collaborative and interactive nature of SNAs can enhance richness in knowledge sharing and can facilitate the participation of employees. Therefore, management should monitor these platforms as a means to improve the change process and to address the concerns of employees. These networking channels which include WhatsApp and Facebook can enhance social interactions, support and acceptance at individual and organizational levels.Research limitations/implicationsSocial media has become a familiar tool for employees to use to discuss internal changes and policies within their organizations. Social media enhances the richness, reach, knowledge exchange and effective internal communication potential amongst organizational change stakeholders. Using social media, change recipients are now more empowered and connected with their leadership that ever before. It is now easier to facilitate decision making during the change formulation and implementation process.Practical implicationsSocial media applications have become necessary to ensure incremental and radical changes to the survival of dynamic businesses. The findings of this study are beneficial for change leaders and recipients of change to implement successful organizational change using social media tools. The effective and efficient use of social media applications helps organizations to foster knowledge amongst employees and they can address various critical issues, that is resistance to change, lower levels of knowledge sharing and support for change acceptance and lack of employee participation in decision making.Originality/valueThere is an inadequate understanding regarding how SNAs play a role in facilitating the change process in both public and private sector organizations. This study offers a social mchange facilitation model with the help of social learning, social networking and social behaviourism theories.
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Gilling, Jennifer A. "What can narrative therapy bring to our understanding and practice around mental health and behaviour? Constructing preferred stories in the classroom." Educational and Child Psychology 33, no. 4 (December 2016): 80–95. http://dx.doi.org/10.53841/bpsecp.2016.33.4.80.
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Aim:Mental health and behaviour has largely been understood through behaviourist or cognitive-behavioural theories and many classroom-based interventions are founded on cognitive behavioural frameworks. These models have typically considered the constructs of mental health and behaviour through observable, standardised measures. In the existing literature there appears to be a lack of understanding of behaviour from the perspective of individual experiences. The emergence of narrative approaches in mainstream practice shows promising evidence of alternative avenues for educational practitioners. By examining social discourses and individuals’ own constructs of mental health and behaviour, this study aimed to explore the impact of a narrative therapy based intervention on people’s understanding of mental health and behaviour, changes in their relationship with ‘problem’ behaviour and how this can bring about different action within the classroom.Method:Individual accounts were gathered through a series of narrative therapy conversations with three people: a young person, teacher and mother. An iterative approach was taken to data collection and analysed through the method of constructionist grounded theory. The narrative stories from individuals were incorporated into a final grounded theory.Findings:The findings showed that the use of narrative therapy illuminated the possibility for change in understanding a young person outside of structuralist notions of ‘difficult behaviour’. This change in understanding led, in turn, to a change in classroom practice in response to mental health and behaviour.Limitations:The small-scale study is not representative of all practice and therefore has implications for the applicability of the findings.Conclusion:The research has highlighted that supporting mental health and behaviour may not be so much about implementing a programme and ‘getting it right’, but more about constructing alternative stories in the classroom that open up other possibilities.
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Dibie, Robert, and Josephine Dibie. "The Dichotomy of Capacity Building and Unemployment in Ethiopia." Africa’s Public Service Delivery and Performance Review 2, no. 3 (September 1, 2014): 25. http://dx.doi.org/10.4102/apsdpr.v2i3.59.
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This paper examines the problems associated with youth capacity building and unemployment in Ethiopia. It argues that capacity building is a continuous process of development that could be accomplished through participation of the citizens in their own development. The dynamics of development at both national and grassroots levels in Ethiopia must involve the exposure of government change agents to participatory learning and action methodologies. The paper uses data derived from primary and secondary sources to analyze the problems associated with youth capacity building and unemployment in Ethiopia. The conceptual framework is based on the social constructionist, the build block model of development, monetarist and the Keynesian theories. The findings show that technical capacity building in Ethiopia will serve as a lever for economic and social development. There is, however, a negative correlation between the nation’s educational system and the kind of technical skills needed to achieve its sustainable development goals. In addition, the Ethiopian Government policies have not been able to effectively galvanize the private sector and NGOs to create more jobs for youths. Further, current government policy tends to focus on the supply side. Less emphasis has been placed on the demand side and comparable strategies to address the youth unemployment problems. The paper recommends that the in the new global economy, young people need to acquire more than just basic education, and curricula. They should be influenced by the current trends in of globalization, regional integration and technological transformation. The established public labour-intensive infrastructure projects in urban areas, like cobblestone, housing, Micro and Small Enterprises and others, need to be strengthened and supported by government, private sectors and NGOs, both technically and financially. Thus, government, private sector and NGOs should collaborate to establish a mechanism for a better and efficient approach to providing youth employment all over Ethiopia and in Addis Ababa in particular. It further suggests that appropriate monetary and fiscal policies are necessary for Ethiopia to effectively address its urban youth capacity building problems.